The journey towards cultural competence

Graduates increasingly need to operate across national and cultural boundaries. This paper discusses the need to ensure that all students are equipped to operate within complex and diverse multicultural environments. The work builds on three earlier studies. Using these, the author has created a new theoretical framework and designed an intervention which aimed to increase diverse students' awareness of intercultural differences and their ability to function effectively in multicultural learning (and thus work) environments. The paper evaluates this highly innovative training. It concludes that it was effective in making a wide range of students aware of issues around cultural difference and competence. The training significantly changed the outlook of students who took part in it. Whilst the framework was robust, effective, and generalisable to other contexts, there are a number of issues which will be addressed in the re-running the programme.

The journey towards cultural competence: first interventions

Graduates worldwide are increasingly entering a global workplace which will require them to operate across national and cultural boundaries. This paper discusses the need to ensure that all students are equipped to work within this increasingly complex multi-cultural environment. It examines the issues which occur in preparing students within a UK Higher Education environment so that they are able to operate effectively within the international work situations in which they find themselves. This research builds on earlier research, which found that the effectiveness of an individual to work across cultural boundaries, in terms of work and communication, was increased by the number of international or intercultural experiences that a person has. Using this as a premise, an intervention was designed which aimed to increase students’ awareness of intercultural differences and their ability to function effectively in multicultural groups. This paper analyses the effectiveness of this highly innovative training intervention. It concludes that it was an effective way of making students aware of some of the issues around cultural competence is groups. In fact, the training was seen as most effective by students in addressing issues round group dynamics. The training obviously changed the outlook of a number students who took part it. There are, however, a number of issues which need to be addressed the re-running the training. These are notably, at what time in a student’s academic career such intervention is given, its integration into the curriculum and managing of student expectations.

Is gender a factor in perceived prison officer competence?

Background The introduction of women officers into HM Prison Service raised questions regarding women's ability to perform what had traditionally been a male role. Existing research is inconclusive as to whether female prison officers are as competent as male prison officers, and whether there are gender differences in job performance. This study examined prisoners' perceptions of male and female prison officers' performance. Hypotheses The hypotheses were that overall competence and professionalism ratings would not differ for men and women officers, but that there would be differences in how men and women were perceived to perform their roles. Women were expected to be rated as more communicative, more empathic and less disciplining. Method The Prison Officer Competency Rating Scale (PORS) was designed for this study. Ratings on the PORS for male and female officers were given by 57 adult male prisoners. Results There was no significant difference in prisoners' ratings of overall competence of men and women officers. Of the PORS subscales, there were no gender differences in Discipline and Control, Communication or Empathy, but there was a significant difference in Professionalism, where prisoners rated women as more professional. Conclusion The failure to find any differences between men and women in overall job competence, or on communication, empathy and discipline, as perceived by prisoners, suggests that men and women may be performing their jobs similarly in many respects. Women were rated as more professional, and items contributing to this scale related to respecting privacy and keeping calm in difficult situations, where there may be inherent gender biases. Copyright © 2005 Whurr Publishers Ltd.

The metamorphic environments of the Strontian, Foyers and Dalbeattie intrusions, Scotland

Three metamorphic aureoles around intrusions of the Caledonian 'Newer Granite' suite are described. Each represents a different orogenic environment. The Strontian complex is intruded into sillimanite grade Moinian metasediments at the core of the orogen. The aureole comprises three zones; a transitional muscovite + sillimanite + K-feldspar zone, a sillimanite + K-feldspar zone and an inner cordierite + K-feldspar zone. Contact migmatization occurs in the inner part of the aureole. Zoning profiles from garnets in both regional and aureole assemblages show retrograde Mn-rich rims. Fe and Mg compositions are re-equilibrated to contact conditions. Apparent re-equilibration of Ca compositions results from increasingly ideal solid solution behaviour of Ca in plagioclase and garnet with increasing temperature. Temperatures of 690°C at 4.1 kbar (XH2O = 0.53) are estimated in the cordierite + K-feldspar zone, dropping to 630°C (XH2O = 0.69) at the sillimanite + K-feldspar isograd. The zones increase in width to the east, influenced by the regional thermal gradient at the time of intrusion. The timer-scale of the contact event, t2, relative to the regional, tl, - is estimated as t2/t1 = 101.1+ -0.7 and is consistent with Intrusion at an early stage of regional uplift and cooling. The Foyers complex intrudes Moinian rocks at a higher structural level. Regional assemblages range from garnet to sillimanite grade. Three contact zones are recognised; a sillimanite zone, a sillimanite + K-feldspar zone and an inner cordierite + K-feldspar zone. The limit of the aureole is marked by the breakdown of garnet which shows disequilibrium, both texturally, and in complex zoning profiles, within it. Temperatures of 660°C at 3.9 kbar (XH20 = 0.14) are estimated in the cordierite + K-feldspar zone? The Dalbeattie complex is at the margin of the orogen, intruded into low grade Silurian metasediments. Two zones are recognised; a biotite zone and an inner hornblende zone. Cordierite and diopside are present in the inner zone.

METEX: An expert system for metamorphic petrography

Classification of metamorphic rocks is normally carried out using a poorly defined, subjective classification scheme making this an area in which many undergraduate geologists experience difficulties. An expert system to assist in such classification is presented which is capable of classifying rocks and also giving further details about a particular rock type. A mixed knowledge representation is used with frame, semantic and production rule systems available. Classification in the domain requires that different facets of a rock be classified. To implement this, rocks are represented by 'context' frames with slots representing each facet. Slots are satisfied by calling a pre-defined ruleset to carry out the necessary inference. The inference is handled by an interpreter which uses a dependency graph representation for the propagation of evidence. Uncertainty is handled by the system using a combination of the MYCIN certainty factor system and the Dempster-Shafer range mechanism. This allows for positive and negative reasoning, with rules capable of representing necessity and sufficiency of evidence, whilst also allowing the implementation of an alpha-beta pruning algorithm to guide question selection during inference. The system also utilizes a semantic net type structure to allow the expert to encode simple relationships between terms enabling rules to be written with a sensible level of abstraction. Using frames to represent rock types where subclassification is possible allows the knowledge base to be built in a modular fashion with subclassification frames only defined once the higher level of classification is functioning. Rulesets can similarly be added in modular fashion with the individual rules being essentially declarative allowing for simple updating and maintenance. The knowledge base so far developed for metamorphic classification serves to demonstrate the performance of the interpreter design whilst also moving some way towards providing a useful assistant to the non-expert metamorphic petrologist. The system demonstrates the possibilities for a fully developed knowledge base to handle the classification of igneous, sedimentary and metamorphic rocks. The current knowledge base and interpreter have been evaluated by potential users and experts. The results of the evaluation show that the system performs to an acceptable level and should be of use as a tool for both undergraduates and researchers from outside the metamorphic petrography field. .

Developing translation competence

This volume presents a comprehensive study of what constitutes Translation Competence, from the various sub-competences to the overall skill. Contributors combine experience as translation scholars with their experience as teachers of translation. The volume is organized into three sections: Defining, Building, and Assessing Translation Competence. The chapters offer insights into the nature of translation competence and its place in the translation training programme in an academic environment and show how theoretical considerations have contributed to defining, building and assessing translation competence, offering practical examples of how this can be achieved. The first section introduces major sub-competences, including linguistic, cultural, textual, subject, research, and transfer competence. The second section presents issues relating to course design, methodology and teaching practice. The third section reflects on criteria for quality assessment.

Distinctive manufacturing competence or core competence:which is more relevant in non-corporate organizations?

This paper addresses the issues of what core competencies mean in the light of the earlier existing concept of distinctive manufacturing competencies (or manufacturing competencies). The apparent parallels bel ween these two concepts are highlighted and considered. The results of empirical research comlucled via a survey of UK non-corporate organizations is presented and then analyzed. The results from the investigation lead directly to conclusions about the relevance of these competency concepts to non-corporate, non-multinational organizations.